Description:Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social
development.SOE publishes research that examines how social institutions and
individuals' experiences within these institutions affect educational processes and
social development. Such research may span various levels of analysis, ranging from
the individual to the structure of relations among social and educational institutions. In
an increasingly complex society, important educational issues arise throughout the life
cycle. The journal presents a balance of papers examining all stages and all types of
education at the individual, institutional, and organizational levels.

The "moving wall" represents the time period between the last issue
available in JSTOR and the most recently published issue of a journal.
Moving walls are generally represented in years. In rare instances, a
publisher has elected to have a "zero" moving wall, so their current
issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year
moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall

Fixed walls: Journals with no new volumes being added to the archive.

Absorbed: Journals that are combined with another title.

Complete: Journals that are no longer published or that have been
combined with another title.

Abstract

To understand the meaning of high school students' participation in extracurricular activities, it is important to account for social contexts as influences on development. This study investigated how school and community contexts relate to associations among high school students' extracurricular participation, academic achievement, and educational ambition. On the basis of survey data from the Alfred P. Sloan Study of Youth and Social Development, the results show that participation in sports is most strongly associated with achievement in schools with low educational expectations and schools in poor communities. Participation in non-sports extracurricular activities, while also demonstrating some contextual variation, is more consistently associated with both higher academic achievement and higher educational expectations across types of communities than is participation in sports. A further examination of these associations suggests that having an athletic identity accounts for much of the variation in the value of sports. Thus, identity can help to explain the finding that social contexts differentially influence developmental outcomes associated with participation in extracurricular activities.